Sport and Exercise Psychology 3rd Edition By Peter R. E. Crocker – Test Bank

Sport and Exercise Psychology 3rd Edition By Peter R. E. Crocker – Test Bank

Sport and Exercise Psychology: A Canadian Perspective, 3e (Crocker)

Chapter 9 Group Cohesion in Sport and Exercise

9.1 Multiple Choice Questions

1) Which of the following is NOT one of the ways suggested by Carron and Eys (2012) to enhance communication in sport teams?

1. A) encouraging players to modify any dissenting ideas
2. B) arranging the dressing room so that players can be closer together
3. C) establishing a strong relationship with the coach
4. D) focusing on group goals
5. E) de-emphasizing personal goals

Answer: C

Level: 1

Section: Introduction

Category: Recall

2) “Two heads are better than one” is a saying that reflects which group process?

1. A) effective communication
2. B) cohesion
3. C) goal-setting
4. D) decision-making
5. E) collective efficacy

Answer: D

Level: 2

Section: Introduction

Category: Applied

3) Which group process is NOT associated with team effectiveness?

1. A) aggregation
2. B) communication
3. C) cohesion
4. D) decision-making
5. E) team chemistry

Answer: A

Level: 1

Section: Introduction

Category: Recall

4) Cohesion develops differently in exercise groups. It has been found that

1. A) task and social cohesion remain stable over time.
2. B) task cohesion remains stable, but social cohesion changes.
3. C) task cohesion changes, but social cohesion remains stable.
4. D) task and social cohesion change over time.
5. E) task cohesion increases, while cohesion decreases.

Answer: B

Level: 1

Section: Nature of Group Cohesion

Category: Recall

5) Which of the following is NOT one of the ways that cohesion has been defined over the years?

1. A) esteem for members
2. B) resultant of forces acting on members to remain in group
3. C) interpersonal relationships
4. D) attraction to group
5. E) attitude to group

Answer: E

Level: 2

Section: Nature of Group Cohesion

Category: Recall

6) Research examining cohesion in different settings has found that

1. A) setting does not affect cohesion.
2. B) greater task cohesion was reported by exercise adherers in private clubs.
3. C) greater task cohesion was reported by exercise adherers in university settings.
4. D) setting only affected cohesion with more established teams.
5. E) setting only affected cohesion when the outcomes were important.

Answer: C

Level: 3

Section: Correlates of Group Cohesion

Category: Recall

7) If you wanted to increase the cohesiveness of a soccer team, you might consider

1. A) keeping the number of members on the team low.
2. B) only allowing friends to join.
3. C) have the coach become friends with the players.
4. D) encourage members to have personal goals.
5. E) both B and C

Answer: A

Level: 2

Section: Correlates of Group Cohesion

Category: Applied

8) The coach continually tells the players on the team that they are doing a great job. Which type of cohesion is likely to increase?

1. A) interpersonal attraction
2. B) task
3. C) social
4. D) attraction to group
5. E) both B and C

Answer: E

Level: 3

Section: Correlates of Group Cohesion

Category: Applied

9) Role clarity and acceptance are examples of which type of team-building principle?

1. A) team structure
2. B) team environment
3. C) team togetherness
4. D) team processes
5. E) distinctiveness

Answer: A

Level: 2

Section: Correlates of Group Cohesion

Category: Recall

10) Which statement best describes direct team building?

1. A) intervention specialist works with the head coach
2. B) intervention specialist works with the head and assistant coaches
3. C) intervention specialist works with assistant coaches
4. D) intervention specialist works with the players
5. E) intervention specialist works with the coaches and players

Answer: D

Level: 2

Section: Correlates of Group Cohesion

Category: Recall

11) Having the rookies on your volleyball team wear funny clothes in public during training camp is likely to

1. A) increase task cohesion.
2. B) increase social cohesion.
3. C) have no effect on cohesion.
4. D) decrease cohesion.
5. E) both A and B

Answer: D

Level: 3

Section: Correlates of Group Cohesion

Category: Applied

12) An exercise leader whose enthusiasm increases the group’s cohesion, which then increases how hard the member’s work, is demonstrating cohesion as a ________.

1. A) strategy
2. B) mediator
3. C) confounder
4. D) moderator
5. E) secondary outcome

Answer: B

Level: 3

Section: Group Cohesion as a Mediator

Category: Applied

13) Results from studies examining the cohesion-performance relationship have revealed that

1. A) the relationship is strongest for social cohesion.
2. B) the relationship is strongest in laboratory groups.
3. C) the relationship is weakest in sport groups.
4. D) a small positive relationship exists.
5. E) no relationship exists.

Answer: D

Level: 3

Section: Correlates of Group Cohesion

Category: Recall

14) What are the variations in group behaviour that are a function of a particular combination of individuals in a group known as?

1. A) group dynamics
2. B) assembly effect
3. C) team cohesion
4. D) task cohesion
5. E) social cohesion

Answer: B

Level: 1

Section: Introduction

Category: Recall

15) What is the dynamic process that is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of the members’ affective needs known as?

1. A) group dynamics
2. B) assembly effect
3. C) cohesion
4. D) team building
5. E) collective efficacy

Answer: C

Level: 1

Section: Nature of Group Cohesion

Category: Recall

16) Which one of the following is NOT a key characteristic of cohesion?

1. A) dynamic
2. B) multi-dimensional
3. C) instrumental
4. D) affective
5. E) consistent

Answer: E

Level: 2

Section: Nature of Group Cohesion

Category: Recall

17) A hockey team whose members have been drawn to the team in early stages because it is very task oriented but eventually decide to stay with the group because they have all become good friends is demonstrating which characteristic of cohesion?

1. A) dynamic
2. B) multi-dimensional
3. C) instrumental
4. D) affective
5. E) encompassing

Answer: A

Level: 3

Section: Nature of Group Cohesion

Category: Applied

18) An intramural hockey team that is highly cohesive because team members have several reasons for playing on the team, including winning the championship, the social interactions among players, and because they win lots of games, is demonstrating which characteristic of cohesion?

1. A) dynamic
2. B) multi-dimensional
3. C) instrumental
4. D) affective
5. E) encompassing

Answer: B

Level: 2

Section: Nature of Group Cohesion

Category: Applied

19) A softball team that stays together to maintain lifelong friendship is demonstrating which characteristic of cohesion?

1. A) dynamic
2. B) multi-dimensional
3. C) instrumental
4. D) affective
5. E) task

Answer: C

Level: 3

Section: Nature of Group Cohesion

Category: Applied

20) A curling team that stays together because members make each other laugh and feel comfortable is displaying which characteristic of cohesion?

1. A) dynamic
2. B) multi-dimensional
3. C) instrumental
4. D) social
5. E) task

Answer: D

Level: 3

Section: Nature of Group Cohesion

Category: Applied

21) Which one of the following is a sports-specific questionnaire that has been developed to assess cohesion?

1. A) Group Environment Questionnaire
2. B) Physical Activity Questionnaire
3. C) Leadership Scale for Sports
4. D) Collective-efficacy Questionnaire
5. E) Social Support Questionnaire

Answer: A

Level: 1

Section: Measuring Group Cohesion

Category: Recall

22) The conceptual model of cohesion developed by Carron et al (1985) portrays cohesion as a multi-dimensional construct that includes ________ and ________ aspects?

1. A) social; task
2. B) friendship; social
3. C) individual; group
4. D) task; goals
5. E) both A and C

Answer: E

Level: 2

Section: Conceptual Model of Group Cohesion

Category: Applied

23) Which one of the following is a factor of cohesion in a sport group?

1. A) individual attraction to friendship
2. B) individual attraction to good friends
3. C) group integration friendship
4. D) group integration-social
5. E) comraderie

Answer: D

Level: 1

Section: Measuring Group Cohesion

Category: Recall

24) A coach whose behaviour is characterized by a concern for the welfare of individual athletes is demonstrating which leadership behaviour?

1. A) training and instruction
2. B) social support
3. C) positive feedback
4. D) autocratic style
5. E) nurturing

Answer: B

Level: 1

Section: Correlates of Group Cohesion

Category: Applied

25) A volleyball coach who allows athletes to have some participation in decisions relating to team goals is demonstrating which leadership correlate of group cohesion?

1. A) leader’s behaviour
2. B) team building
3. C) leader’s decision style
4. D) individual effort
5. E) collective efficacy

Answer: C

Level: 1

Section: Correlates of Group Cohesion

Category: Applied

26) An exercise-class instructor who has the class make up a group name is using which factor in the group environment category to enhance cohesion?

1. A) distinctiveness
2. B) individual positions
3. C) group norms
4. D) sacrifices
5. E) interaction and communication

Answer: A

Level: 2

Section: Correlates of Group Cohesion

Category: Applied

27) Elite ringette players who indicated that they would play with their team the next season if they perceived that their team was high in social cohesiveness, regardless of where their team ended up in the final league standings, are demonstrating which personal correlate of group cohesion?

1. A) individual adherence
2. B) compatibility
3. C) individual effort
4. D) collective efficacy
5. E) individual sacrifice

Answer: A

Level: 2

Section: Correlates of Group Cohesion

Category: Applied

28) A curler who decides to play another position to accommodate a new player moving to the team is demonstrating which personal correlate of group cohesion?

1. A) individual effort
2. B) self-handicapping
3. C) team success
4. D) individual sacrifice
5. E) collective efficacy

Answer: D

Level: 1

Section: Correlates of Group Cohesion

Category: Applied

29) A lacrosse player who remarks to a teammate before a big game that she may not play well because she was up all night with a cold is demonstrating which personal correlate of group cohesion?

1. A) social loafing
2. B) individual effort
3. C) self-handicapping
4. D) psychological momentum
5. E) individual sacrifice

Answer: C

Level: 1

Section: Correlates of Group Cohesion

Category: Applied

30) Which one of the following is NOT a team correlate of group cohesion?

1. A) team success
2. B) collective efficacy
3. C) psychological momentum
4. D) athlete’s starting status
5. E) group size

Answer: E

Level: 2

Section: Correlates of Group Cohesion

Category: Applied

9.2 True/False Questions

1) It has been suggested that team goals will be more effective when the sport requires a high degree of cooperation.

Answer: TRUE

Level: 1

Section: Introduction

Category: Recall

2) The study of cohesion has revealed that enhanced levels of cohesion are associated with key outcomes for both the individual and the team in the sport setting.

Answer: TRUE

Level: 1

Section: Correlates of Group Cohesion

Category: Applied

3) To make decisions using the principle of equal participation and equal power describes majority rule.

Answer: TRUE

Level: 2

Section: Introduction

Category: Recall

4) Social cohesion refers to the orientation toward achieving the group’s objectives.

Answer: FALSE

Level: 1

Section: Conceptual Model of Group Cohesion

Category: Recall

5) Task cohesion refers to the orientation toward developing and maintaining social relationships within the group.

Answer: FALSE

Level: 1

Section: Conceptual Model of Group Cohesion

Category: Recall

6) The smaller the group, the greater the level of cohesion.

Answer: TRUE

Level: 1

Section: Correlates of Group Cohesion

Category: Recall

7) Task cohesion is most associated with an athlete’s intention to return to a team.

Answer: FALSE

Level: 2

Section: Correlates of Group Cohesion

Category: Recall

8) Cohesion is related to a wide range of adherence measures, including lateness, attendance, and dropout behaviour.

Answer: TRUE

Level: 1

Section: Correlates of Group Cohesion

Category: Applied

9) Research has reported that the relationship between cohesion and performance is stronger when performance is defined as behaviour (that is, actions relevant to achieving the outcome) as opposed to outcome (that is, results of the behaviour).

Answer: TRUE

Level: 2

Section: Correlates of Group Cohesion

Category: Recall

10) Cohesion has moved from being viewed as a multi-dimensional construct to being viewed as a unidimensional construct.

Answer: FALSE

Level: 1

Section: Nature of Group Cohesion

Category: Applied

11) To assess cohesion in the sport setting, the Sport Cohesiveness Questionnaire is the instrument of choice.

Answer: FALSE

Level: 1

Section: Measuring Group Cohesion

Category: Recall

12) Hazing is a good technique for increasing cohesion within a sport team.

Answer: FALSE

Level: 1

Section: Correlates of Group Cohesion

Category: Recall

13) Cohesion works equally well in adherence and compliance situations.

Answer: TRUE

Level: 2

Section: Correlates of Group Cohesion

Category: Applied

14) The term assembly effect refers to variations in group behaviour that are a function of the particular combinations of individual in a group.

Answer: TRUE

Level: 1

Section: Introduction

Category: Recall

9.3 Short Answer Questions

1) Why is it important to understand group behaviour in the sport setting?

Answer: Attempting to understand group behaviour in the sport setting may be a worthwhile pursuit resulting in a number of practical outcomes. Cohesion has been described as the most important small-group variable. One of the most important reasons is that the study of cohesion has revealed that enhanced levels of cohesion are associated with key outcomes for both the individual and the team in both the sport and exercise setting. There are a number of variables that could be investigated, including group size, group composition, social power, and leadership behaviour.

Level: 1

Section: Introduction

Category: Recall

2) Distinguish between the terms group dynamics and assembly effect.

Answer: Group dynamics focuses on gaining knowledge about the nature of groups and their development and on understanding the interrelationships between groups and individuals, groups and other groups, and groups and larger institutions.

The term assembly effect refers to variations in group behaviour that are a function of the particular combinations of individuals in the group.

Level: 1

Section: Introduction

Category: Recall

3) Identify and briefly describe the four key characteristics of team cohesion as defined by Carron and Eys (2012).

Answer:

1. Dynamic not static. This characteristic acknowledges that reasons for cohesion can change over time.
2. Multi-dimensional. The factors that hold the group together can be varied and numerous and the factors can also vary between groups.
3. Instrumental. This characteristic reflects the most basic of facts: All groups form for a reason.
4. Affective relationships. Outside of the instrumental reasons for members remaining in a group, sometimes groups stay together because there are strong emotional ties among the individuals in the group.

Level: 1

Section: Nature of Group Cohesion

Category: Recall

4) Identify the two sport-specific questionnaires that have been used to measure cohesion in adults, and briefly describe why one is used more extensively than the other.

Answer: The two sport-specific questionnaires developed to assess cohesion in adults are the Sport Cohesiveness Questionnaire and the Group Environment Questionnaire. The Group Environment Questionnaire has been, by far, the most extensively used of the sport-specific cohesion instruments developed to date. Its major strength likely stems from the fact that it is based on an accepted definition of cohesion as well as on an accepted conceptual framework of cohesion developed by Carron et al (1985).

Level: 2

Section: Measuring Group Cohesion

Category: Applied

5) Describe the conceptual model of group cohesion.

Answer: The conceptual model of cohesion developed by Carron et al (1985) portrays cohesion as a multi-dimensional construct that include individual and group aspects. The individual aspect refers to the beliefs each member holds about personal benefits of group membership; the group aspect refers to beliefs each member holds about the group as a collective. These two aspects each divide into task and social cohesion. Task cohesion refers to the orientation toward achieving the group’s objectives; social cohesion refers to the orientation toward developing and maintaining social relationships within the group. This results in four factors of cohesion in sport groups: individual attraction to the group-task, individual attraction to the group-social, group integration-task, and group integration-social. These four related facets act together to create an integrated perception of cohesion.

Level: 2

Section: Conceptual Model of Group Cohesion

Category: Recall

6) Which style of sport leadership assessed through the LSS is best suited for developing cohesion?

Answer: There are two styles of leadership that are typically examined in the sport setting using the LSS – democratic and autocratic. Research reveals that those coaches who tend to make all the decisions for the team (i.e., autocratic style) have teams that report lower levels of cohesion. On the other hand, coaches who allow greater participation from the athletes in team decisions (i.e., democratic style) generally have teams that report greater levels of cohesion.

Level: 2

Section: Leadership Correlates of Group Cohesion

Category: Recall

7) Which specific leadership behaviours measures from transformational leadership are associated with higher levels of cohesion in sport teams?

Answer: Based on existing research results, it has been found that leaders in sport who engage in the behaviours of individual consideration (recognizing the needs of different players), fostering acceptance of group goals and teamwork, and promoting high performance expectations had teams reporting higher levels of task cohesion.

Level: 2

Section: Leadership Correlates of Group Cohesion

Category: Recall

8) Does hazing as a form of team building increase team cohesion? Explain why or why not.

Answer: It has been found that athletes who report doing or seeing more hazing-type activities also report that their teams are less cohesive, suggesting that hazing is not conducive to increasing cohesion within a team. It has been suggested that hazing activities serve to demean, degrade, and embarrass new members, which tends to isolate members rather than unifying them.

Level: 2

Section: Team-building Activities

Category: Applied

9) Why is cohesion often reported to be the most important small group variable?

Answer: As cohesion is the glue that holds groups together, there would be no groups without some degree of cohesion. As such, it has been identified as the most important variable when examining groups.

Level: 1

Section: Introduction

Category: Applied

10) What are two ways suggested by Carron and Eys (2012) to promote cooperation and reduce rivalry with a team?

Answer: Two things that are suggested include:

1. Focusing on group goals
2. De-emphasizing personal goals and objectives

Level: 1

Section: Introduction

Category: Recall